Sensory Strategies

for Toddlers and Pre-

schoolers

Tionscadal Léirithe um Theiripe ar Scoil agus Tacaíocht na Luathbhlianta

Demonstration Project on In-school and Early Years Therapy Support
 Our Senses
When we think of our senses, we tend to consider the five common ones:

But there are two other ‘hidden’ ones that we also use:

 The Proprioceptive system provides information from the muscles,

joints and tendons telling the body where it or where the particular
body part is at any given moment.
 The Vestibular system (sense of balance) is located in the inner ear
and provides the body with information about movement (up, down,
left or right). The brain receives this input during movement
activities.

What is Sensory Processing?

Sensory Processing is the ability of the brain to take in, sort out
and process information from the world around us.

We process the information straight away and our brain then

responds through thoughts, feelings or behavioural responses.

We all interpret senses in different ways.

Please refer to the Sensory Information for Parents booklet developed by the
Demonstration Project on In-school and Early Years Therapy Support for
more information. https://ncse.ie/wp-
content/uploads/2020/03/SensoryProcessing-booklet-for-parents.pdf

Tips to manage common everyday problems at home

Children may find some daily activities difficult. Here are some tips on
everyday things you might find useful to help your child. If your child has an
identified learning need or developmental disability, it is important to consult
with an Occupational Therapist for support and guidance with sensory
strategies.

 My child has trouble sticking to one specific task or is ‘on the

go’ more than other children his/her age.

The vestibular system (explained above) in the inner ear is responsible for
processing balance and movement. Toddlers and Pre-schoolers typically
tend to be ‘busy bees’ and are on the go a lot during the day. However,
some children’s brains may need more stimulation than the brain is
getting from their everyday activities. These children tend to be always
‘on the go’ and never seem to have enough movement. They take risks
running and climbing and find it difficult to sit for story time. When they
do rest, it is only for short periods and they are ready to go again. These
children can be described as ‘sensory seeking’ and may benefit from more
movement opportunities during their day. Providing more movement in
a safe, functional, playful way helps ‘get the wiggles out’ so that their
 brains can get what they need. Movement and other sensory tools need
to be provided regularly during the day to give them a sense of calm.
Some strategies to consider are:

• Try ‘wheelbarrow walking’ or ‘animal walks’ to get from one place to

another in the house or garden.
• Fill a beach ball with air and water to make a weighted ball for playing
catch.
• Play a game where your child is carrying buckets with sand, rice, beans
or water.
• Play ‘tug-of-war’ with a blanket or toy.
• Jump on a trampoline.
• Encourage cycling up inclines when on tricycles or riding toys.
• Swinging or climbing on monkey bars.
• Row the Boat - use a skipping rope, or hold hands. Sit facing your child
with feet outstretched and touching. Do controlled push and pull
movements like a rowing exercise.
• Roll a large playground ball or a yoga ball over your child when they are
lying down on the floor. Apply maintained touch pressure up and down
the length of your child’s body. Note: Always respect your child’s desire
to continue or discontinue with the activity.
  My child doesn’t like messy things, getting dirty or enjoy being
touched, hugged or cuddled …

All children need touch experiences. However, children that are

overresponsive to touch often misinterpret many types of touch experiences
as negative or even painful.

For some children who are ‘Sensory Sensitive’, touching objects that are wet,
sticky or slimy is a sensation that feels painful and distressing to them.

If your child is ‘sensory sensitive’, it is important to take it slowly when

introducing touch-based experiences whilst also providing lots of different
opportunities during the day to help your child’s brain learn that the input is
not negative.

Some strategies to consider are:

• Before engaging in ‘messy’ play, spend about 10 minutes doing some

deep pressure activities. See some sample activities mentioned at the end
of this booklet.
• Use slow, rhythmical swinging or rocking before a challenging tactile
activity.
• When introducing new textures to your child, start with touch activities
that your child prefers and then gradually introduce others. When
introducing other textures, start with dry textures first before introducing
wet and messy textures. For example, start with uncooked rice or dried
lentils. Then move onto sand, flour, salt, play dough, cooked spaghetti,
damp sand, soap and paint.
If your child does not want to touch the texture, place a small amount on
the table in front on him/her; demonstrate moving it about, picking up
small pieces etc.

Be guided by your child; never force your child to touch something they
are reluctant to touch.
Do not move onto a new texture until your child is willing to explore the
current level of texture.
Play with vibrating toys. If you do not have any vibrating toys, you could
try using an old electric toothbrush (cover the head of the toothbrush in
different fabrics and allow your child to feel the vibrations of the
different fabrics on their arms and legs), or ask your child to hold the
electric hand mixer when baking.
When wiping off things that your child does not like, wipe gently but
firmly.
Allow your child to use a paintbrush, spoon, scoop to encourage play with
sand, water, rice, beans, water, and play dough. Gradually introduce
more items to the messy play that your child enjoys playing with for
example, a toy car driving over the rice.
You could also put paint, rice or sand into a zip lock bag to avoid touch.
Hide items in a basin or large bowl of rice or dried beans and encourage
your child to find them. Hide items that are interesting and motivating
for your child to find. Partly cover the item initially so your child can get
the toy without having to get his/her hands too dirty. Allow your child to
use a spoon to assist in finding it, if they do not want to touch the rice or
beans.
Always praise your child for all attempts made to touch or go near the
texture.
 My child responds negatively or emotionally to loud noises...
Just like us adults, children can find certain sounds uncomfortable. For example,
loud, irregular sounds such as hand dryers, fire alarms, vacuum cleaners etc. can
cause a child to feel distressed.

Some strategies to consider are:

• When your child becomes upset by a noise, move him/her away from the
sound slightly and comfort them.
• Try to explain what the sound is.
• Do not force your child to stay somewhere that upsets them. You can
encourage him/her to get used to noises gradually, with time and care.
• Sometimes your child will be less scared if they can control the sound
themselves. Let them switch the vacuum cleaner on and off, turn music on and
off, and play with noisy toys.
• Record sounds that your child does not like, maybe on your phone. Play them
back quietly at first and then gradually louder. Try letting your child control the
loudness, while explaining what the sound is, maybe with pictures or videos.
Try making it into a game.
• Talk to relatives and staff at nursery or school. It helps if everyone who sees
your child understands how to help them.
Common sensitivities with self-care activities
If your child has sensory differences, such as a heightened sense of smell
or touch, self-care tasks such as washing may be an uncomfortable
experience.

Some children have very sensitive skin. The sensation of water spraying
from the shower, the feel and noise of a nail clipper, the bristle of
toothbrushes on sensitive teeth and gums can all feel uncomfortable.

As all of these self-care tasks are necessary so we have devised some

strategies and tips to try to make them a little more tolerable.

To help your child understand the duration of the activity try one of the
following:

• Sing a familiar short song throughout the process. When the song is
over, the activity ends. There are lots of songs available on YouTube
such as tooth brushing songs.
• Use a sand timer to indicate when the activity will end.
• Try a Timer App or visual timers on YouTube.
• Count to a specified number each time they complete the activity. Once
that number is reached, the activity is over.
My child gets upset when having his/her nails clipped...
This is another common area of difficulty for children with tactile sensitivity.
The majority of children who have sensory issues find it difficult to cope with
having their nails cut. Some children are resistant to the sound, sensation or
feel of nail clipping or have a fear of the nail clipper itself.

Some strategies to consider are:

• Do some deep pressure activities prior to cutting nails, to help decrease

overall sensitivities. See some sample activities mentioned at the end of this
booklet.
• Organise for your child to watch while an adult or a sibling trims their own
nails.
• Use play to learn about nail trimming. Ask your child to pretend to trim their
favourite doll or character’s nails.
• Cut nails fresh out of the shower or bath, when they are softest. Or, soak
hands first with some good calming aromatherapy oils and water.
• Use baby nail clippers. They are easier on the nails and are better at not
cutting too far down. They are much more comfortable.
• Your child may only tolerate trimming one or two nails at a time so maybe
start small and see if this helps.
• Allow them to watch their favourite TV show whilst trimming to aid
distraction.
• Choosing the correct utensil. For example, there are many different types
of nail clippers for children. Or, perhaps a nail file would be more tolerable
for your child.
 My child refuses to brush his/her teeth…

Brushing teeth is a sensory experience. Some children are resistant to

toothbrush bristles and / or certain textures / flavours of toothpaste.

Some strategies to consider are:

• Prior to brushing, do some deep pressure or heavy work activities
prior to brushing, to help decrease overall sensitivities.
• You may need to experiment with toothbrushes of different sizes,
bristle firmness, handles, and colours before you find the one that
suits your child.
• Your child may prefer a battery or electric toothbrush that has a slight
vibration.
• Try a toothbrush that sings or lights up.
• Consider the taste of the toothpaste. Try altering the brand, use less,
or start without using any toothpaste.
• Experiment with different water temperatures when brushing his/her
teeth. Your child may tolerate warm, rather than cold water better.
• Allow your child to hold the toothbrush while you gently guide his/her
hand as tolerated.
• Use a Mirror - He/she may allow you to help brush their teeth if you
stand behind your child while he is looking into the mirror.
• Make tooth brushing a game - Attack of the cavities! Make brushing
away the "germ bugs" a fun game.
 My child screams and cries when he/she has to take a bath or have
 their hair washed, brushed or cut…

There are many reasons why a child may find these activities challenging.

• Some children are sensitive to having their head tilted backwards or

forward for rinsing when having their hair washed.
• Your child may be sensitive to the smell of the bath products you are
using.
• Many children with sensory issues have very sensitive scalps or are
sensitive to touch in general from hands, brushes or combs, and even
water.
• Some children dislike the sound of the water in a shower.
• Water on the face, in the eyes, or shampoo in the eyes can be difficult
for all children, not only children with heightened sensitivities.

If possible, determine the root of the cause by talking to your child and also
observing them to see if you can discover which of their senses is causing the
distress.

Some strategies to consider are:

Acknowledge that you understand that this is a difficulty for them.

• Give your child more control in the process. Allow them to choose their
hair/shower products. Let them smell shampoos and soaps at the shop
 and decide what they like or buy unscented products. Let them comb
and style their own hair.

Deep pressure can help calm the body and can help your child tolerate
sensory experiences that they do not like.
• Do not expect your child to hold still while you comb or style their hair.
 Give them a fidget to play with. Let them play Lego or watch TV or
both.
• Try a different comb such as a Tangle Teaser or Wet Brush.
• Try a bath rather than a shower or a shower rather than a bath.
• Wash their hair in the sink rather than in the bath.
• Try pouring water on their head using a Rinse Cup rather than
having them tip their head back.
• Have your child use a bath visor to avoid getting as much water on
their face. You can also use this during haircuts to avoid pieces of
hair getting on their face.
• Allow your child to wear swim goggles or a snorkel mask in the bath
or shower.

List of Deep Pressure Activities

 ‘Row your boat’ action song

 Tug-of-war
 Pile cushions, pillows & duvet covers on the floor and allow your child
to jump into them
 Jumping on a trampoline
 Animal walks such as crab walks
 Playing ‘wheelbarrows’ by supporting your child’s legs & hips and
letting them ‘walk’ on their hands
 Deep pressure e.g. tight bear hugs
 Weighted blankets
 Rolling in a blanket and applying pressure to the shoulders
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 Disclaimer
The information presented in this booklet was developed by Occupational
Therapists from the Demonstration Project on In-school and Early Years
Therapy Support and the School Inclusion Model (SIM) for general
information only. Children with identified needs related to sensory
processing should refer to an occupational therapist for personalised advice
and guidance.

All activities will need close supervision by an adult.

References
• Henry, D., Wineland-Kane, M. and Swindeman, S. (2010). Tools for Tots
Sensory Strategies for Toddlers and Preschoolers. 2nd ed. Henry OT
Services. Arizona, USA.
• Usher, W. (2013). Creating Sensory Play at little or No Cost. The Play
Doctors. Bedfordshire, United Kingdom

Websites
• https://www.toolstogrowot.com/
• https://www.optionsautism.co.uk/wpcontent/uploads/2018/05/Options-
Issue-15-May-2018-Looking-AfterYour-Teeth.pdf
• https://www.thechaosandtheclutter.com/archives/hair-care-
sensorystruggles
• http://www.inha.ie/sensory-processing-disorder/
• https://www.hct.nhs.uk/media/3518/basic-sensory-diet-ideas-
mar2020.pdf